Historically, the position of girls as marginalised users of the education system has been acknowledged, particularly during the 1970s and 1980s. However, reflection upon the current "list of prescribed texts", which makes up part of the South Australian Certificate of Education Board's English Studies outline, as well as the author's practice as a user of this list, suggests ongoing conversation and progress remains necessary. A brief review of various government inquiries into girls in education will provide a backdrop to a further examination of the way dominant ideologies in classrooms continue to marginalise female students and reinforce socially constructed definitions of femininity and masculinity. Hiller and Johnson (2007) assert that the first step to fostering equitable classrooms is for teachers to examine and reflect upon their own pedagogy and practice. In light of this, the personal epistemology of the author, particularly relating to hierarchies of privilege, will be introduced. This will provide a background for a critique of the author's use of the "list of prescribed texts" in her own English Studies classroom, leading to a call for change in the way English teachers choose texts for their senior classrooms in order to disrupt the reproduction of social inequality.